The Foil Me team is proud to be a corporate partner with the National Breast Cancer Foundation (NBCF) to help raise awareness and funds for such an important cause.
We believe that in every success in life, there is always a way to give back, and with friends in the industry battling or having battled the disease and with family who have passed away from cancer, raising funds for cancer research remains a cause close to our hearts and we're encouraging everyone to be involved and assist us with reaching our goal which will help the NBCF achieve their milestone of zero deaths from breast cancer by 2030.
Every year, Foil Me lovers show their support by participating in Foil Me's Pink Day, which we hold within Pink October - a month dedicated to raising awareness and funds for the NBCF.
So what's involved, you ask?
The official 'Pink Day' is to be held on the 26th of October – this is the day when everyone involved will be flooding social media with all things pink, however, you are welcome to fundraise for the whole month or a week in October.
The closing date for registering and involvement is on 30 September 2018. This is so we can have time to send out the balloons and collection boxes ready for October.
Our Grip Me - The Knobel pastel pink beauties will of course be available from early October. Foil Me will be donating $1.00 from each box sold from this collection during October to the NBCF! Keep an eye out for when our pastel pink beauties are available (expected availability is early October).
Simply want to make an individual donation?


text:
1117 Public Health and Health Services
7No 2Yes
3Eime, Rochelle 3Harvey, Jack 2Casey, Meghan 2Charity, Melanie 2Mooney, Amanda 2Payne, Warren 2Telford, Amanda 1Austin, David 1Blitvich, Jennifer 1Britt, Helena 1Chondros, Patty 1Crossley, Kay 1Finch, Caroline 1Forsdike, Kirsty 1French, Simon 1Gunn, Jane 1Kemp, Joanne 1Khan, Asaduzzaman 1Klein, Britt 1Kyrios, Michael
6Adolescent 5Adult 5Male 4Human 4Humans 4Young Adult 31106 Human Movement and Sports Science 3Child 21701 Psychology 2Aged 2Aged, 80 and over 2Controlled study 2Cross-Sectional Studies 2Infant 2Major clinical study 2Middle Aged 2Patient Acceptance of Health Care 2Preschool child
2Adobe Acrobat PDF
Girls' transition from participation in a modified sport program to club sport competition - A study of longitudinal patterns and correlates
- Eime, Rochelle, Harvey, Jack, Charity, Melanie
Authors: Eime, Rochelle , Harvey, Jack , Charity, Melanie
Type: Text , Journal article
Relation: BMC Public Health Vol. 18, no. 1 (2018), p. 1-7
Description: Background: Participation in sport is very popular for young children. Many children participate in entry-level modified sports programs. These programs are modified to match the developmental capacity of children and are aimed at development of fundamental motor skills and sport-specific skills, rather than competition. There is limited research on the longitudinal tracking of children in these programs and into club-based competition. Research suggests that most children drop-out of the sport and do not transition into club-based competition. Furthermore, more females than males drop-out of sport. The aim of this study is to investigate longitudinally, the patterns and demographic predictors of children's transition from modified sport programs to club sport competition for females. Methods: This study analysed sport participation for females in a popular Australian, predominantly female, sport. Players of the modified sports program were followed over 4 years to determine their pattern of transition: transition to junior player status, withdraw from the sport, or continue in the modified program. Pattern of transition was compared across age (4-10), geographical region (metropolitan/non-metropolitan) and socio-economic status (SES). Logistic regression was used to model the effect of the three factors on the likelihood of transition. Results: A total of 13,760 female children (aged 4-10) participated in the modified sport in the first year. The majority (59%) transitioned from the modified sport program and into club competition. However the rate of transition varied with age, residential location and socio-economic status, and there was an interaction between region and SES, with SES having a significant influence on transition in the metropolitan region. The peak sport entry age with the highest rates of transition was 7-9 years. Conclusions: This study demonstrated that whilst the majority of female participants continued participantion and tranisitioned from the modified sport program and into club competition, the strongest correlate of transition was age of entry, with transition rate peaking among those who commenced at age 7-9 years. It is recommended that, in order to maximise continued participation, sport policy and strategic developments should consider the possibility that targeting the very young is not the optimum recruitment strategy for fostering continued sport participation. © 2018 The Author(s).
Patterns of time use among regional and rural adolescent girls : Associations with correlates of physical activity and health-related quality of life
- Casey, Meghan, Harvey, Jack, Telford, Amanda, Eime, Rochelle, Mooney, Amanda, Payne, Warren
Authors: Casey, Meghan , Harvey, Jack , Telford, Amanda , Eime, Rochelle , Mooney, Amanda , Payne, Warren
Relation: Journal of Science and Medicine in Sport Vol. 19, no. 11 (2016), p. 931-935
Relation: http://purl.org/au-research/grants/arc/LP0990206
Full Text: false
Description: Objectives: To describe patterns of time use among regional and rural adolescent girls and compare identified clusters with respect to correlates of physical activity (PA) and health-related quality of life (HRQoL). Methods: Data were from Year 7-9 adolescent girls (aged 12-15 years) from 16 schools involved in a cluster-randomised trial in regional and rural Victoria, Australia (n = 494). Time use data were collected using 24-h Previous Day Physical Activity Recall (PDPAR-24) questionnaire, collapsed into 17 categories of time use. Differences between time use clusters with regard to demographics, correlates of PA and HRQoL measured using PedsQL 4.0 Generic Core Scales, were investigated. Results: Two time use clusters were identified and were associated with correlates of PA and HRQoL. Girls who spent significantly more time in teams sports, non-team sports, school classes, watching TV and sleeping had higher levels of positively aligned PA correlates (e.g. self-efficacy, perceived sports competence) and HRQoL than girls characterised with high levels of computer use and video gaming. Conclusions: These findings highlight how different activity patterns of regional and rural girls affect HRQoL and can inform future intervention strategies to improve PA levels and HRQoL. Clusters characterised by low levels of PA and high computer use and video gaming require targeted interventions to address barriers to their participation. (C) 2016 Published by Elsevier Ltd on behalf of Sports Medicine Australia.
Effectiveness of a school-community linked program on physical activity levels and health-related quality of life for adolescent girls
Relation: Bmc Public Health Vol. 14, no. (2014), p. 1-15
Description: Background: This study evaluated the effectiveness of a school-community program on Health-Related Quality of Life (HRQoL; the primary outcome), physical activity (PA), and potential mediators of PA among adolescent girls living in low-socioeconomic rural/regional settings. Method: The study was a cluster-randomized controlled trial. Twelve communities with the requisite sports clubs and facilities were paired according to relevant criteria; one of each pair was randomly assigned to the intervention or control condition. Eight schools per condition were randomly selected from these communities and the intervention was conducted over one school year (2011). Female students in grades 7-9 in intervention schools participated in two 6-session PA units - a sport unit (football or tennis) and a recreational unit (leisure centre-based). These were incorporated into physical education (PE) curriculum and linked to PA opportunities for participation outside school. Students were surveyed at baseline and endpoint, self-reporting impact on primary and secondary outcome measures (HRQoL, PA) and PA mediators (e.g. self-efficacy). Linear mixed models for two-group (intervention, control) and three-group (completers, non-completers, control) analyses were conducted with baseline value, age and BMI as covariates, group as a fixed effect and school as random cluster effect. Results: Participants completing baseline and endpoint measures included: 358 intervention (baseline response rate 33.7%, retention rate 61.3%) and 256 control (14.1% and 84.0%). Adjustment for age and BMI made no substantive difference to outcomes, and there were no cluster effects. For HRQoL, after adjustment for baseline scores, the intervention group showed significantly higher scores on all three PedsQL scores (physical functioning: M +/- SE = 83.9 +/- 0.7, p = .005; psychosocial: 79.9 +/- 0.8, p = .001; total score: 81.3 +/- 0.7, p = .001) than the control group (80.9 +/- 0.8; 76.1 +/- 0.9 and 77.8 +/- 0.8). The three-group analysis found intervention non-completers had significantly higher PedsQL scores (84.0 +/- 0.8, p = .021; 80.4 +/- 0.9, p = .003; 81.7 +/- 0.8, p = .002;) than controls (80.9 +/- 0.8, 76.1 +/- 0.9 and 77.8 +/- 0.8). There were no significant differences for any PA measure. Intervention completers had significantly higher scores than non-completers and controls for some mediator variables (e.g. self-efficacy, behavioural control). Conclusion: Positive outcomes were achieved from a modest school-community linked intervention. The school component contributed to maintaining HRQoL; students who completed the community component derived a range of intra-personal and inter-personal benefits.
Chiropractic Observation and Analysis Study (COAST): Providing an understanding of current chiropractic practice
- French, Simon, Charity, Melanie, Forsdike, Kirsty, Gunn, Jane, Polus, Barbara, Walker, Bruce, Chondros, Patty, Britt, Helena
Authors: French, Simon , Charity, Melanie , Forsdike, Kirsty , Gunn, Jane , Polus, Barbara , Walker, Bruce , Chondros, Patty , Britt, Helena
Relation: Medical Journal of Australia Vol. 199, no. 10 (2013), p. 687-691
Description: Objectives: COAST (Chiropractic Observation and Analysis Study) aimed to describe the clinical practices of chiropractors in Victoria, Australia. Design: Cross-sectional study using the BEACH (Bettering the Evaluation and Care of Health) methods for general practice. Setting and participants: 180 chiropractors in active clinical practice in Victoria were randomly selected from the list of 1298 chiropractors registered on Chiropractors Registration Board of Victoria. Twenty-four chiropractors were ineligible, 72 agreed to participate, and 52 completed the study. Main outcome measures: Each participating chiropractor documented encounters with up to 100 consecutive patients. For each chiropractor-patient encounter, information collected included patient health profile, patient reasons for encounter, problems and diagnoses, and chiropractic care. Results: Data were collected on 4464 chiropractor-patient encounters from 52 chiropractors between 11 December 2010 and 28 September 2012. In most (71%) encounters, patients were aged 25-64 years; 1% of encounters were with infants (age < 1 year; 95% CI, 0.3%-3.2%). Musculoskeletal reasons for encounter were described by patients at a rate of 60 per 100 encounters (95% CI, 54-67 encounters) and maintenance and wellness or check-up reasons were described at a rate of 39 per 100 encounters (95% CI, 33-47 encounters). Back problems were managed at a rate of 62 per 100 encounters (95% CI, 55-71 encounters). The most frequent care provided by the chiropractors was spinal manipulative therapy and massage. Conclusions: A range of conditions are managed by chiropractors in Victoria, Australia, but most commonly these conditions are musculoskeletal-related. These results can be used by stakeholders of the chiropractic profession in workforce development, education and health care policy.
Greater understanding of normal hip physical function may guide clinicians in providing targeted rehabilitation programmes
- Kemp, Joanne, Schache, Anthony, Makdissi, Michael, Sims, Kevin, Crossley, Kay
Authors: Kemp, Joanne , Schache, Anthony , Makdissi, Michael , Sims, Kevin , Crossley, Kay
Relation: Journal of Science and Medicine in Sport Vol. 16, no. 4 (2013), p. 292-296
Description: Objectives: This study investigated tests of hip muscle strength and functional performance. The specific objectives were to: (i) establish intra- and inter-rater reliability; (ii) compare differences between dominant and non-dominant limbs; (iii) compare agonist and antagonist muscle strength ratios; (iv) compare differences between genders; and (v) examine relationships between hip muscle strength, baseline measures and functional performance. Design: Reliability study and cross-sectional analysis of hip strength and functional performance. Methods: In healthy adults aged 18-50. years, normalised hip muscle peak torque and functional performance were evaluated to: (i) establish intra-rater and inter-rater reliability; (ii) analyse differences between limbs, between antagonistic muscle groups and genders; and (iii) associations between strength and functional performance. Results: Excellent reliability (intra-rater ICC = 0.77-0.96; inter-rater ICC = 0.82-0.95) was observed. No difference existed between dominant and non-dominant limbs. Differences in strength existed between antagonistic pairs of muscles: hip abduction was greater than adduction (p < 0.001) and hip ER was greater than IR (p < 0.001). Men had greater ER strength (p = 0.006) and hop for distance (p < 0.001) than women. Strong associations were observed between measures of hip muscle strength (except hip flexion) and age, height, and functional performance. Conclusions: Deficits in hip muscle strength or functional performance may influence hip pain. In order to provide targeted rehabilitation programmes to address patient-specific impairments, and determine when individuals are ready to return to physical activity, clinicians are increasingly utilising tests of hip strength and functional performance. This study provides a battery of reliable, clinically applicable tests which can be used for these purposes. © 2012 Sports Medicine Australia.
A prospective study of coping and adjustment in adolescents with craniofacial conditions
- Roberts, Rachel, Shute, Rosalyn
Authors: Roberts, Rachel , Shute, Rosalyn
Relation: Children's Health Care Vol. 41, no. 2 (2012), p. 111-128
Description: This study aimed to examine the role of coping strategy use in concurrent and later adjustment in adolescents with craniofacial anomalies (CFAs). It was expected that better adjustment at both baseline and 12 months would be related to greater baseline perceived coping efficacy, greater use of active coping and social support seeking, and less use of avoidance strategies. Eighty adolescents with CFAs and their parents completed measures of adjustment, coping strategy use, and efficacy in response to CFA-related stressful situations. Fifty-five families completed these measures again 12 months later. Overall, the predicted pattern of correlations between coping and adjustment was found. However, coping and efficacy at baseline did not explain a significant proportion of the variance in adjustment measures 1 year later, after controlling for baseline adjustment. Such prospective findings are beginning to bring into question the assumed importance of coping in pediatric adjustment. © 2012 Copyright Taylor and Francis Group, LLC.
Observations of caregiver supervision of children at beaches : Identification of factors associated with high supervision
- Petrass, Lauren, Blitvich, Jennifer, Finch, Caroline
Authors: Petrass, Lauren , Blitvich, Jennifer , Finch, Caroline
Relation: Injury Prevention Vol. 17, no. 4 (2011), p. 244-249
Relation: http://purl.org/au-research/grants/nhmrc/565900
Description: Objective: To identify independent factors associated with caregiver supervision levels at beaches. Methods: Children (aged 1-14 years) engaged in beach play and their caregivers were observed at Australian beaches during September-April, 2008/09. Caregiver, child, and environmental factor data were collected and recorded on a validated observation instrument. The main outcome of interest was a continuous measure of supervision. After adjusting for potential clustering by beach/state, multivariable linear regression was used to identify independent factors associated with caregiver supervision. Results: Four independent predictors of supervision and one interaction effect (child age by the caregiver and child position on beach) were identified. Caregivers who were supervising from a different position to where the child was playing were less likely to provide high supervision, as were older caregivers (>35 years) compared to younger caregivers (≤34 years). Compared to children playing alone, children playing with one, or two or more others were less likely to receive high supervision, and children aged 1-4 years were likely to receive higher supervision than older children. Conclusion: This study provides new knowledge about underlying factors associated with the level of caregiver supervision in beach settings. Future studies should continue to explore independent predictors of supervision so that effective programmes, which focus on caregiver supervision, can be targeted to address poor supervision practices.
Statistical modelling of falls count data with excess zeros
- Khan, Asaduzzaman, Ullah, Shahid, Nitz, Jenny
Authors: Khan, Asaduzzaman , Ullah, Shahid , Nitz, Jenny
Description: Objective To examine the appropriateness of different statistical models in analysing falls count data. Methods Six count models (Poisson, negative binomial (NB), zero-inflated Poisson (ZIP), zero-inflated NB (ZINB), hurdle Poisson (HP) and hurdle NB (HNB)) were used to analyse falls count data. Empirical evaluation of the competing models was performed using model selection criteria and goodness-of-fit through simulation. Data used were from a prospective cohort study of women aged 40-80 years. Results Of the 465 women analysed, 330 (71%) did not fall at all. The analyses identified strong evidence of overdispersion in the falls data. The NB-based regression models (HNB, ZINB, NB) were better performed than the Poisson-based regression models (Poisson, ZIP, HP). Vuong tests favoured the HNB model over the NB and ZINB models and the NB model over the ZINB model. Model accuracy measures and Monte Carlo simulation of goodness-of-fit confirmed the lack of fit of the Poissonbased regression models and demonstrated the best fit for the HNB model with comparable good fit for the ZINB and NB models. Conclusions Falls count data consisting of a considerable number of zeros can be appropriately modelled by the NBbased regression models, with the HNB model offering he best fit. The evaluation procedure presented in this aper provides a defensible guideline to appropriately odel falls or similar count data with excess zeros.
An evaluation of 'Reach Out Central': An online gaming program for supporting the mental health of young people
- Shandley, Kerrie, Austin, David, Klein, Britt, Kyrios, Michael
Authors: Shandley, Kerrie , Austin, David , Klein, Britt , Kyrios, Michael
Relation: Health Education Research Vol. 25, no. 4 (2010), p. 563-574
Description: The objective of this study was to conduct an evaluation of Reach Out Central (ROC), an online gaming program designed to support the mental health of people aged 16-25. The evaluation sought to determine the benefit of playing ROC on alcohol use, use of coping strategies, psychological distress, resilience and satisfaction with life. Changes in mental health literacy, mental health stigma and willingness to seek help and program satisfaction were also investigated. A single group (N=266) quasi-experimental repeated measures (pre-, post-program, 2-month follow-up) design was employed. The results demonstrated positive improvements across all outcome measures for females; however, a non-significant worsening effect was observed for males on seeking support, avoidance and resilience. Improvements for both genders were observed on mental health literacy and help-seeking. However, literacy levels and help-seeking were significantly higher, and stigma significantly lower for females. Program satisfaction ratings were high irrespective of gender. Although some inconsistencies between genders were noted, ROC appears to enhance protective factors for the prevention or early intervention of mental health disorders. The results of this study need to be viewed with its limitations in mind, specifically, the use of an open trial methodology and the small number of male participants. © The Author 2009. Published by Oxford University Press. All rights reserved.

redpajama_set_name: RedPajamaCommonCrawl


text:
Zalujne (în ) este un sat în comuna Zamlîci din raionul Lokaci, regiunea Volînia, Ucraina.

Demografie

Conform recensământului din 2001, toată populația localității Zalujne era vorbitoare de ucraineană (100%).

Note

Zalujne, Zamlîci, Lokaci, Volîn
Zalujne, Zamlîci, Lokaci, Volîn
Zalujne, Zamlîci, Lokaci, Volîn

redpajama_set_name: RedPajamaWikipedia


text:
#pragma once
#include <aws/redshift/Redshift_EXPORTS.h>
#include <aws/redshift/RedshiftRequest.h>
#include <aws/core/utils/memory/stl/AWSString.h>
#include <utility>

namespace Aws
{
namespace Redshift
{
namespace Model
{

  /**
   */
  class AWS_REDSHIFT_API DeleteAuthenticationProfileRequest : public RedshiftRequest
  {
  public:
    DeleteAuthenticationProfileRequest();

    // Service request name is the Operation name which will send this request out,
    // each operation should has unique request name, so that we can get operation's name from this request.
    // Note: this is not true for response, multiple operations may have the same response name,
    // so we can not get operation's name from response.
    inline virtual const char* GetServiceRequestName() const override { return "DeleteAuthenticationProfile"; }

    Aws::String SerializePayload() const override;

  protected:
    void DumpBodyToUrl(Aws::Http::URI& uri ) const override;

  public:

    /**
     *
The name of the authentication profile to delete.

     */
    inline const Aws::String& GetAuthenticationProfileName() const{ return m_authenticationProfileName; }

    /**
     *
The name of the authentication profile to delete.

     */
    inline bool AuthenticationProfileNameHasBeenSet() const { return m_authenticationProfileNameHasBeenSet; }

    /**
     *
The name of the authentication profile to delete.

     */
    inline void SetAuthenticationProfileName(const Aws::String& value) { m_authenticationProfileNameHasBeenSet = true; m_authenticationProfileName = value; }

    /**
     *
The name of the authentication profile to delete.

     */
    inline void SetAuthenticationProfileName(Aws::String&& value) { m_authenticationProfileNameHasBeenSet = true; m_authenticationProfileName = std::move(value); }

    /**
     *
The name of the authentication profile to delete.

     */
    inline void SetAuthenticationProfileName(const char* value) { m_authenticationProfileNameHasBeenSet = true; m_authenticationProfileName.assign(value); }

    /**
     *
The name of the authentication profile to delete.

     */
    inline DeleteAuthenticationProfileRequest& WithAuthenticationProfileName(const Aws::String& value) { SetAuthenticationProfileName(value); return *this;}

    /**
     *
The name of the authentication profile to delete.

     */
    inline DeleteAuthenticationProfileRequest& WithAuthenticationProfileName(Aws::String&& value) { SetAuthenticationProfileName(std::move(value)); return *this;}

    /**
     *
The name of the authentication profile to delete.

     */
    inline DeleteAuthenticationProfileRequest& WithAuthenticationProfileName(const char* value) { SetAuthenticationProfileName(value); return *this;}

  private:

    Aws::String m_authenticationProfileName;
    bool m_authenticationProfileNameHasBeenSet = false;
  };

} // namespace Model
} // namespace Redshift
} // namespace Aws

redpajama_set_name: RedPajamaGithub


VersaFine is Tsukineko's unique pigment ink with an extraordinary ability to crisply capture finely detailed images; it is a favourite of seasoned stampers and is considered by many to be the finest stamping ink available.
VersaFine is fast drying on porous surfaces, emboss-able on coated surfaces. Water-resistant when dry; VersaFine is perfect with Memento water-based markers and other watercolour applications. Unique and slow to dry in the ink pad, VersaFine far outlasts solvent-based and water-based ink pads.


Parents can take action to help children excel as they transition the from kindergarten to first grade. How will this year differ from the previous one? From how to spot early signs of a reading problem to grocery store, kitchen and road trip math, this parent's guide to first grade breaks it down.
What You Can Expect in First Grade: Here's an overview of what you can anticipate as your child navigates her way through first grade.
What Do Kids Learn in First Grade? : First-grade teachers use children's pride in growing bigger to challenge them to learn about more complex topics. Reading skills come into play, math becomes more complex and science and social studies expose children to new worlds.
Signs of Learning Trouble in First Grade: Some children learn more quickly than others, but parents shouldn't ignore signs of persistent learning difficulties. If your child exhibits several of these signs of trouble, it's time to consider further evaluation.
Is Homework Really Necessary?: Let's face it, most kids grumble about homework, and it's no fun to be the one making sure it's getting done. Find out why teachers give homework, and what they want your child to learn from it.
Struggling Learner? 4 School-Based Intervention Programs You Should Know About: If you're feeling like your child's learning problems are yours to deal with alone, take a look at some school intervention programs that might be able to help.
What Parents Need to Know About How Kids Learn to Read: It may seem like your first grader is learning to read overnight, but it's actually been a gradual process.
Reading Programs - What is Basal Reading Instruction?: As reading becomes more of a focus, your child may participate in some formal reading programs, including basal reading instruction. So what's it all about?
What's a Leveled Reading Program?: Learn more about how leveled reading has changed since you were a kid.
5 Leveled Reading Programs You Should Know About: When you're trying to decide what books to buy for your child, it can be confusing to figure out what book level to purchase. The reason it's so baffling is because there are so many different programs.
What Is Whole Language Reading?: Take a quick look at what the whole-language reading approach entails.
First Grade Reading List - Books for Children Entering First Grade: While it may be tempting to let your child's reading instruction stay in the classroom, it's important that your emerging reader practice those skills at home, too. Here are some books to get you started.
What Is a Fact Family?: One of the more common concepts taught in first-grade math is the concept of a fact family (or fact families). If you've never heard of them, they're quite easy to relate to.
Build a Fact Family House: Fact family houses are a great way to teach visual learners about the relationships amongst the numbers that make up the family.
Math Games Online: These sites offer lots of fun online math games that encourage the development of addition, subtraction, and other math facts.
5 Ways Parents Can Help With Homework: It's not just your kids who need your help with homework; teachers need your help too. Here's what you need to know.
Teach High-Frequency Words for First Grade Reading: Help your child learn the words she'll most commonly encounter in her first grade reading material.


Team Bonsor captained by Nancy Tang needed only one point to capture the RTTL Division 2 summer league title . Although losing a close match 4-5 to eventual 3rd place team 50/50, this was easily enough to secure the title and winners cheque.
Hudson winning their final match 8-1 against Waku-Waku just managed to gain 2nd place by 2 points.
RCUC (captained by Stephanie Chan) took the Division 3 Title with a big 9-0 finish, against eventual 3rd place team Vancouver Avengers 3, putting pay to any Title hopes that Vancouver Avengers 2 may have had. Avengers 2 eventual ending up 5 points behind RCUC.
A really great first RTTL Summer league it was and look for ward to seeing you all in Winter league.
Division 1 still has a few weeks to go so look out for results as they appear.


Despite its compact body, the FLITZ targets offshore game, including tuna and blue-skinned fish. It gains casting distance from its compactness and heavy weight, making it possible to aim and pick off a school of bonito some distance away. Other features are the outstanding iridescent effect provided by its tight wobbling action and flat sides, and its horizontal fall that lets the lure display a strong appeal from the moment of its entry into the water. The FLITZ. 24, with a diameter of 80mm, has been developed as a result of pursuit of action performance during low-speed retrieval, making it ideal for both sea bass and flatfish game fishing. Its major advantages are its bite-size silhouette and a casting distance that surpasses ordinary minnows.


Just one week after Leon was born, we noticed his breathing became laboured. Immediately, we took him to our local A&E where he was treated for a suspected infection. After five days of antibiotics, his breathing had not improved. A scan of his heart was taken, and it revealed he had a serious heart condition. He needed urgent specialist heart surgery, so we were blue lighted to Evelina London Children's Hospital, two hours away from home and from our other children.
Being whisked away unexpectedly in an ambulance and finding ourselves in an Intensive Care Unit with our newborn baby was completely overwhelming. Sitting by Leon's side, a nurse told us about Ronald McDonald House Charities. It was like someone had done the problem solving for us! When you're trying to come to terms with horrible news, the last thing you want to be thinking about are practical arrangements.
We stayed in the hospital for the first two nights whilst Leon was in PICU; and on the third day we were offered a room at the Ronald McDonald House.
Everything had happened so quickly, and there were so many emotions whirling around inside of me, but as we stepped into the House I felt incredibly grateful. The fact that someone had thought about the situation we were in, and had provided such an amazing 'home away from home' for us to bring our other children really blew us away. We felt like the Charity really cared and looked after us.
As soon as we had arrived in London, we knew we needed our children with us. So when our other two boys were able to stay with us so we could be a family again, it felt like such a victory! They had somewhere they could act like children, only moments away from their newborn brother. Our eldest son Reed would call the House his 'holiday home' and they both didn't want to leave in the end. The staff were so great and loving with the boys, and the House was filled with toys to occupy them meaning I could get on with the practical tasks.
There were so many different things that positively impacted our situation. Things like being surrounded by families going through similar experiences, having volunteers come to cook us dinner and staff that were keen to aid us with anything we needed, all of these things helped support us and allowed me to be there not only for Leon, but also for my wife.
If we didn't have the House, Miriam would have been completely on her own without myself or the boys. We would have all missed each other tremendously and that would have had a very negative impact as it was already an emotionally unstable situation for everyone.
Newborn babies are very sensitive to the presence of their parents, so I imagine that it was hugely beneficial to Leon's recovery that we were able to be there night and day.
The real highlight was a very special trip to Hamley's organised by the Charity and their supporter Bloomberg, for all the children staying in their London Houses. It was perfect timing with Leon just being discharged, so we were all able to go together as a family. What an incredible end to that leg of our journey, and just in time for Christmas.
When we left the House, as I'm sure it is for most people, we were faced with a mixture of relief and sadness. We realised we had become significantly attached because we'd gone on such an emotional roller-coaster.
Recently, I've designed a baby vest with 'Lion Heart' written on it and all the profits will go to Ronald McDonald House Charities. Leon's name means lion, and we knew his name had a significant meaning. He's been as strong as a lion during his journey.
If you'd like to look at Ben's baby vest design, please click here.
The best care for your child might not always be close to home. That's why Ronald McDonald House Charities provides free 'home away from home' accommodation for families to stay close to their seriously ill child. We urgently need your help to keep hundreds of families supported every night.


Former station headquarters building incorporates both office space and residential accommodation. With its own fibre optic cable, this building is an excellent office facility and lends itself as a great company HQ for a large organisation. It is also suited to a number of other potential uses, e.g. hotel/hostel or care home. Benefits from dedicated car park and location close to park entrance.
This 'L' shaped, two storey, brick property was constructed in 1992, just a few short years before the site was handed over to the MoD and served as an administration HQ during the later years of the aerodrome. Internally the property has offices, bedrooms, kitchens, laundries, storage and multiple WC and shower facilities.
The costs associated with any lease would include: rent, rates, insurance and utility charges. Full details available upon application. Please note all charges quoted are exclusive of VAT, which would be payable at the prevailing rate.


We know that the BFC parents are committed to the Club, and have many talents and abilities that can be tapped. In order to keep our fees at a minimum, and In the spirit of working together to make BFC even better, we have implemented a program wherein each family is required to provide at least 5 hours of service(per player) to Club activities. Please let one of the Board Members know where you think your services would be best served so that you can fulfill your family's volunteer commitment.
What counts as volunteer hours? Pretty much anything that assists with Club activities. Several examples are located below. If you have other ideas, contact a member of the volunteer committee.
How do I report my hours? Email a member of the volunteer committee or your team manager.
Is there an opt out? Yes. There is an opt out of $100 that can be paid anytime.
Do the hours have to be performed by the parent/guardian? No. In fact, whenever possible, we would prefer the players perform the hours.
When must the hours be completed? Anytime during the soccer year(May 1-April 30 for most teams). If the hours are not completed and reported by December 31st, the Club will simply increase your balance owing by $100. If you complete the hours after December 31st, your account will be credited.


text:
Q: Why does my H1 header child override my div parents dimensions? And why can't I manipulate the h1 properly? I am trying to make a page title header, in the middle of my webpage below my navigation bar, then I am trying to make the header border wrap close around the text of the header, so that there is not a lot of padding on the left and the right.
I am able to center the header, I am able to change the font, decoration, etc. of the header, but I cannot figure out why the width of the header cannot be manipulated without the header itself changing its position.
I have tried changing CSS code both in the parent div and the header child, but to no avail, nothing I try seems to work.
I have checked the console to see if some of the code I wrote didn't affect my elements, but the console showed that the code was affecting them.
Please show me where I'm making the mistake...

.title {
  position: relative;
}

.title h1 {
  display: flex;
  justify-content: center;
  position: static;
  font-family: 'Prompt', sans-serif;
  font-size: 40px;
  color: white;
  background-color: black;
  border: 3px solid yellow;
  border-radius: 10px;
}

LOCATIONS

This is the code which centers the header, without messing up the position of the header on my page.

A: Move the flex properties to the child container (the h1 is centered within the title div that way) and define 100% width for it:
If you want some (black) space around the text and its border (top, left, right), use padding on the h1, similar as I did below

.title {
  display: flex;
  justify-content: center;
  width: 100%;
}

.title h1 {
    font-family: 'Prompt', sans-serif;
  font-size: 40px;
  color: white;
  background-color: black;
  border: 3px solid yellow;
  border-radius: 10px;
  padding: 6px 4px 0;
}

LOCATIONS

redpajama_set_name: RedPajamaStackExchange


text:
BMW 507 – samochód typu roadster produkowany w latach 1955–1959 przez firmę BMW. Wyposażony był on w otwarte nadwozie. Samochód był napędzany przez silnik o pojemności 3,2 l.
Posiadał silnik V8 o pojemności 3,2 litra i mocy 150KM. Pozwalało to rozpędzić się do 100km/h w 11 sekund i osiągnąć prędkość maksymalną 215km/h. Zawieszenie złożone z podwójnych wahaczy poprzecznych z drążkami skrętnymi i stabilizatorem z przodu oraz sztywnego mostu, wahaczy wzdłużnych, poprzecznych wahaczy trójkątnych i drążków skrętnych z tyłu było w stanie upilnować moc silnika i utrzymać auto na właściwej drodze. Hamulce, początkowo bębnowe zastąpiono później na przednich kołach wydajniejszymi tarczowymi. W 1956 BMW 507 kosztował 26 500 DEM. Z wyprodukowanych 253 egzemplarzy do dziś istnieją i jeżdżą 203.

Dane techniczne
Źródło:

Silnik
 V8 3,2 l (3168 cm³), 2 zawory na cylinder, OHV
 Układ zasilania: gaźnik Zenith 34PAITA 2-gardzielowy
 Średnica cylindra × skok tłoka: 82 x 75 mm
 Stopień sprężania: 7,8-9:1
 Moc maksymalna: 150-165 KM (110-121 kW) przy 5000 obr./min
 Maksymalny moment obrotowy: 235 N•m przy 4000 obr./min

Osiągi
 Przyspieszenie 0-100 km/h: 11,1 s
 Prędkość maksymalna: 220 km/h
 Średnie zużycie paliwa: b/d

Przypisy

507
Samochody sportowe
Samochody tylnonapędowe
Samochody z lat 50.
Roadstery


text:
Session Submissions
Issue 1 – June 2018
Issue 2 – September 2018
Issue 3 – February 2019
researchED 2017 National Conference
9th September 2017 @ 9:45 am - 4:45 pm
researchED's annual conference is back! The fifth national conference, where we present the best minds and voices in education from the UK and beyond. Come and hear what the latest and best research has to offer your schools, classrooms and students, and speak to the researchers, teachers and academics behind it. Network, get ideas, be challenged and ask questions at one of the education events of the year.
We believe that the teaching profession is at the edge of a change; a change where teachers and schools are guided by the best evidence available, working in tandem with experience, craft and wisdom. Where we no longer work alone, or under ancient misconceptions, but together in an informed community of practitioners. Come and join us.
This event is always heavily attended so please book early to avoid disappointment. The current list of speakers will be built as they sign up, and you can find download links for the programme and timetable closer to the event date.
This event is made possible with assistance from GL Assessment.
Speakers signed up so far include….
Christian Bokhove David Godfrey Daisy Christodoulou
Sarah Donarski Eva Hartell Sergej Visser
Richard Phelps Carol Davenport Keiran Dhunna
Pete Bradshaw Justin Gray Caroline Creaby
Dr. Ruth Dann Gary Jones Grace McDonald
Katie Roberts-Hull Mark Quinn James Mannion
Nikki Booth Kim Brevill Jane Flood
Jonathan Taylor Barbara Bleiman Amir Arezoo
Jen Persson Harry Fletcher-Wood Emmanuel Akpan-Inwang
Karen Wespieser Louis Coiffait Peps McCrea
Berry Miles Costa Constantinou Vivienne Porritt
Stephen Lane Beth Greville-Giddings Jude Enright
Rachel Lawrence Matthew Hood Niki Kaiser
Rachel Rayner Kathryn Asbury Rachel Hare
James Murphy Tom Sherrington Ben Newmark
Martin Galway Mayan Wakeford Lauren Bellaera
Gobinder Gill David Aldridge Douglas Wise
Helene Moran Robin Launder Philippa Cordingley
Paul Crisp Kevin Bartle Rajvi Glassbrook
Clare Sealy Stephen Gorard Natasha Porter
Shreedhar Pavar Donald Clark Gary Davies
Becky Allen Laura McInerney Sam Sims
David Weston Eleanor Stringer EEF Crispin Weston
Pedro de Bruyckere Mike Treadaway Jonathan Dando
Caiman Collins Beth Jones Chris Dale
Richard Selfridge Anna Pedroza Ed Dorrell
Richard Adams Lucy Crehan Nick Rose
Ayako Kawaji Katie Magee Dhana Gorasia
Sam Freedman Martin Robinson Jude Hunton
Nicola Woolcock Meryl Noronha John Richards
Oliver Caviglioli Carl Hendrick Robin MacPherson
Institute of Ideas Deep Ghataura Tarjinder Gil
Phillipa Cordingley
Hidden legacies and surprising catalysts – lessons from international research for subject specific and pedagogic CPD
https://researched.org.uk/wp-content/uploads/2016/08/Philippa-Cordingley-1.jpg 499 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2018-07-23 09:00:272018-07-23 10:54:28Phillipa Cordingley
Why is Barak Rosenshine's Principles of Instruction paper so good?
https://researched.org.uk/wp-content/uploads/2018/01/IMG_4081-2-e1525952060616.jpg 1530 1530 Josse Tishauser https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Josse Tishauser2018-07-18 14:06:222018-10-01 12:31:25Tom Sherrington
Oliver Caviglioli
Memory and Meaning
https://researched.org.uk/wp-content/uploads/2016/08/Oliver-caviglioli.png 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2018-03-26 09:48:122018-11-15 14:11:33Oliver Caviglioli
Harry Fletcher-Wood
Responsive teaching: a fresh look at feedback
https://researched.org.uk/wp-content/uploads/2016/08/Harry-Fletcher-Wood.jpg 200 200 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2018-03-25 12:01:032018-11-16 08:39:49Harry Fletcher-Wood
Professional judgement - what is it and how to get better at it.
https://researched.org.uk/wp-content/uploads/2017/10/Gary-Jones.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-10-30 12:51:582018-10-15 14:08:16Gary Jones
Pedro De Bruyckere
Basic Ingredients for Great Teaching
https://researched.org.uk/wp-content/uploads/2017/10/Pedro-de-Bruyckere.png 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-10-30 11:24:562018-04-23 09:59:24Pedro De Bruyckere
The Magic of Metacognition & Opening the Education Endowment Foundation's Teaching & Learning Toolkit
https://researched.org.uk/wp-content/uploads/2018/08/Alex-Quigly.jpg 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-10-30 09:38:532018-11-13 13:53:12Alex Quigley
Seven Myths about Education
https://researched.org.uk/wp-content/uploads/2017/10/Daisy-Christodoulou.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-10-30 08:56:152018-09-17 09:56:36Daisy Christodoulou
Beth Greville-Giddings
Leading professional development - building expertise
https://researched.org.uk/wp-content/uploads/2016/07/Beth-Greville-Giddings.jpg 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-10-30 07:18:302018-10-01 15:51:25Beth Greville-Giddings
Eva Hartell
Comparative judgement
https://researched.org.uk/wp-content/uploads/2016/09/Eva-Hartell.jpg 200 200 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-10-06 15:07:522018-10-01 11:40:08Eva Hartell
Julian Stanley
Transforming staff well-being in schools: an evidence-based approach to creating cultural change
https://researched.org.uk/wp-content/uploads/2017/08/Julian-Stanley.jpg 407 542 Josse Tishauser https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Josse Tishauser2017-08-30 09:18:462017-08-30 09:24:24Julian Stanley
Kris Boulton
The best way to teach in the world? The evidence for Direct Instruction.
https://researched.org.uk/wp-content/uploads/2017/08/2018-Kris-Boulton-2-2.jpg 330 330 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-29 10:22:232018-09-11 14:37:23Kris Boulton
Carl Hendrick, Robin MacPherson
What Does This Look Like in The Classroom? Bridging the gap between research and practice
https://researched.org.uk/wp-content/uploads/2017/08/Hendrick-MacPherson.png 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 16:42:262017-09-05 08:56:58Carl Hendrick, Robin MacPherson
Costa Constantinou
What we know about evaluating the impact of continuous professional development (CPD)
https://researched.org.uk/wp-content/uploads/2017/08/Costa-Constantinou.jpg 450 450 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 13:40:352017-08-25 13:40:35Costa Constantinou
Later starts for Sixth Formers: A case study
https://researched.org.uk/wp-content/uploads/2017/08/Jonathan-Taylor.jpg 225 225 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 13:37:302017-08-25 13:37:30Jonathan Taylor
Amir Arezoo
The Lean Department
https://researched.org.uk/wp-content/uploads/2017/08/Amir-Arezoo.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 13:34:142017-08-25 13:34:14Amir Arezoo
Kim Bevill
Top 10 Things Everyone with a Brain Needs to Know
https://researched.org.uk/wp-content/uploads/2017/08/Kim-Brevill.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 13:07:332017-08-25 13:07:33Kim Bevill
David Aldridge
The Beaten Path: The Place of the Humanities in the Formation of Teachers
https://researched.org.uk/wp-content/uploads/2017/08/David-Aldridge.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 13:02:542017-08-25 13:02:54David Aldridge
Lauren Bellaera
Using Cognitive Science to Evaluate Impact
https://researched.org.uk/wp-content/uploads/2017/08/Lauren-Bellaera.png 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 12:54:092017-08-25 12:54:09Lauren Bellaera
Mayan Wakeford
Spaced practice, retrieval practice and dual coding: some practical applications in the teaching of history
https://researched.org.uk/wp-content/uploads/2017/08/Mayan-Wakeford.jpg 262 262 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 12:51:332017-10-22 11:51:35Mayan Wakeford
Primary Grammar - what really matters across the transition to KS3
https://researched.org.uk/wp-content/uploads/2017/08/Martin-Galway.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 12:47:372017-08-25 12:55:54Martin Galway
Ben Newmark
So what if nothing we do makes a difference?
https://researched.org.uk/wp-content/uploads/2018/08/Ben-Newmark.jpg 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 12:43:022018-10-19 10:03:08Ben Newmark
Gobinder Gill
Trainability of Emotional Intelligence for Teacher Training
https://researched.org.uk/wp-content/uploads/2017/08/Gobinder-Gill.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 12:29:262017-08-25 12:30:29Gobinder Gill
Kathryn Asbury
Genetic research: A discussion of potential uses and abuses in education
https://researched.org.uk/wp-content/uploads/2017/08/Kathryn-Asbury.jpg 180 180 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 10:01:342017-08-25 10:01:34Kathryn Asbury
Rachel Rayner, Charlie Harber
Making Teachers Fluent With Fluency at KS1
https://researched.org.uk/wp-content/uploads/2017/08/Rayner-Harber.png 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 09:56:352017-08-25 09:56:35Rachel Rayner, Charlie Harber
Niki Kaiser
Threshold Concepts and the space in between: applying research to everyday practice
https://researched.org.uk/wp-content/uploads/2017/08/Niki-Kaiser.jpg 325 325 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 09:43:232017-08-25 09:43:23Niki Kaiser
Matthew Hood
Teaching Teachers How to Teach - the bets the American's are making
https://researched.org.uk/wp-content/uploads/2017/08/Matthew-Hood.jpg 386 386 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 09:39:542017-08-25 09:39:54Matthew Hood
Rachel Lawrence
What should a Research Leader in Education do?
https://researched.org.uk/wp-content/uploads/2017/08/Rachel-Lawrence.jpg 220 220 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 09:34:072017-08-25 09:34:07Rachel Lawrence
Shreedhar Pavar
Designing a scheme of work using Cognitive science
https://researched.org.uk/wp-content/uploads/2017/08/Shreedhar-Pavar.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-25 09:24:342018-08-14 16:42:33Shreedhar Pavar
Chris Dale
Leading MAT Level Change in the classroom; mandate or unleash?
https://researched.org.uk/wp-content/uploads/2017/08/Chris-Dale.jpg 499 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-24 16:18:482017-08-24 16:18:48Chris Dale
Six kinds of behaviour problems in lessons and how to deal with them.
https://researched.org.uk/wp-content/uploads/2017/08/James-Murphy-e1542113116875.jpeg 410 410 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-24 16:10:072018-11-13 12:48:00James Murphy
Ayako Kawaji
Daily Life Writing in Japanese School
https://researched.org.uk/wp-content/uploads/2017/08/Ayako-Kawaji.jpg 357 357 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-16 21:46:392017-08-17 15:47:32Ayako Kawaji
Ed Dorrell, Anna Pedroza
How to make your research newsworthy
https://researched.org.uk/wp-content/uploads/2017/08/DorellPerdoza.png 200 200 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-07 14:50:162017-08-16 21:55:39Ed Dorrell, Anna Pedroza
Amanda Spielman
Research rules the (inspection) world
https://researched.org.uk/wp-content/uploads/2016/08/Amanda-Spielman.jpg 200 200 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-06 12:28:332017-08-30 10:34:56Amanda Spielman
Rebecca Allen, Sam Sims
Teacher Learning Curves: how to increase the quality of teaching in your school
https://researched.org.uk/wp-content/uploads/2016/08/NC-Rebecca-Allen.jpg 266 266 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-04 20:23:372017-08-04 20:24:58Rebecca Allen, Sam Sims
Mike Treadaway
EAL - Variations Within? | Are all Pupil Premium pupils the same?
https://researched.org.uk/wp-content/uploads/2017/08/NC-Dr.-Mike-Treadaway.jpg 266 266 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-03 14:04:092017-08-04 19:47:10Mike Treadaway
Sam Freedman
Permanent revolution? Lessons from the English school reforms
https://researched.org.uk/wp-content/uploads/2016/08/Sam-Freedman.jpg 200 200 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-08-03 13:09:322018-08-01 19:15:45Sam Freedman
Keven Bartle
The Chaos of Coalition: Trust, Vulnerability and Interdependence in Schools
https://researched.org.uk/wp-content/uploads/2017/07/Keven-Bartle.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-07-28 10:39:452017-07-28 10:39:45Keven Bartle
Bringing research into school to school peer review
https://researched.org.uk/wp-content/uploads/2017/07/David-Godfrey.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-07-25 12:01:212017-07-25 12:01:21David Godfrey
Common Social and Psychological Phenomena in the Classroom
https://researched.org.uk/wp-content/uploads/2017/07/Douglas-Wise.jpg 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-07-24 16:00:492017-07-24 16:15:23Douglas Wise
Phillipa Cordingley, Paul Crisp
Co-constructing evidence based professional learning for school leaders
https://researched.org.uk/wp-content/uploads/2016/11/Paul-Crisp.jpg 480 505 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-07-24 09:48:282017-07-24 09:49:11Phillipa Cordingley, Paul Crisp
Gary Davies
Teachers shouldn't bother reading education research
https://researched.org.uk/wp-content/uploads/2016/08/gary-davies.png 387 387 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-07-24 09:00:162018-08-10 18:45:08Gary Davies
Meryl Noronha
Session TBA
https://researched.org.uk/wp-content/uploads/2017/07/Meryl-Noronha.png 249 249 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-07-04 13:28:012017-07-04 13:28:01Meryl Noronha
Laura McInerney
https://researched.org.uk/wp-content/uploads/2016/08/Laura-McInerney.jpg 200 200 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-07-04 12:52:262017-07-04 13:21:45Laura McInerney
Rachael Hare
Raising the bar: subject knowledge and social justice at the heart of initial teacher education
https://researched.org.uk/wp-content/uploads/2017/06/Rachael-Hare.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-06-29 10:58:502017-07-21 16:54:25Rachael Hare
Christian Bokhove
This is the new m*th!
https://researched.org.uk/wp-content/uploads/2017/06/Christian-Bokhove.jpg 385 385 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-06-14 12:53:152017-12-07 15:32:54Christian Bokhove
Sarah Donarski
Say it or Sign it? Is Verbal Feedback really better than Marking?
https://researched.org.uk/wp-content/uploads/2017/06/Sarah-Donarski.png 392 394 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-06-06 09:04:442018-09-11 10:05:59Sarah Donarski
Sergej Visser
feedback-rich lesson ideas for language teachers
https://researched.org.uk/wp-content/uploads/2016/08/Sergej-Visser.jpg 200 200 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-05-31 11:45:552018-07-31 13:37:45Sergej Visser
Keiran Dhunna, Pete Bradshaw
The Floating Teacher: exploring the use of teacher videos within the classroom
https://researched.org.uk/wp-content/uploads/2016/09/kieran-dhunna-halliwell.jpg 512 512 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-05-26 11:51:212017-08-27 18:44:19Keiran Dhunna, Pete Bradshaw
Keiran Dhunna, Justin Gray
Perceptions of race, culture and diversity in education
https://researched.org.uk/wp-content/uploads/2016/09/kieran-dhunna-halliwell.jpg 512 512 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-05-26 11:37:402017-08-27 18:45:07Keiran Dhunna, Justin Gray
Caroline Creaby, Ruth Dann
Leading research engagement in education - a practical guide to changing practice in your school
https://researched.org.uk/wp-content/uploads/2017/05/Caroline-Creaby.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-05-24 09:11:482017-05-25 15:10:20Caroline Creaby, Ruth Dann
Nikki Booth
What do teachers need to know about memory and how can assessment be used effectively to support long-term learning?
https://researched.org.uk/wp-content/uploads/2018/08/Nikki-Booth.jpg 328 328 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-05-19 15:09:082018-08-06 15:38:00Nikki Booth
Mark Quinn, James Mannion
Practitioner Enquiry: more than just professional development?
https://researched.org.uk/wp-content/uploads/2017/05/Mark-Quinn.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-05-19 14:58:492017-05-19 15:00:59Mark Quinn, James Mannion
Tricia Taylor
Critique and Feedback: Improving Peer Feedback
https://researched.org.uk/wp-content/uploads/2017/05/Tricia_Taylor.jpg 499 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-05-19 14:51:032017-05-19 14:51:03Tricia Taylor
Barbara Bleiman
'It's Good to Talk' – What Group Work Can Achieve in English & What Makes it Work
https://researched.org.uk/wp-content/uploads/2017/05/Barbara-Bleiman.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-05-16 08:56:552017-05-16 08:56:55Barbara Bleiman
Karen Wespieser
https://researched.org.uk/wp-content/uploads/2017/03/Karen-Wespieser.jpg 200 200 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-03-20 08:26:132018-09-10 13:31:16Karen Wespieser
Emmanuel Akpan-Inwang
Care In The Classroom: Applying the European Model of Social Pedagogy
https://researched.org.uk/wp-content/uploads/2017/03/Emmanuel-Akpan-Inwang.jpg 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-03-20 08:23:252017-03-20 08:23:25Emmanuel Akpan-Inwang
Louis Coiffait
The trillion £ question
https://researched.org.uk/wp-content/uploads/2017/03/Louis-Coiffait.jpg 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-03-16 13:56:252017-03-16 14:10:26Louis Coiffait
Miles Berry
Mining the performance tables
https://researched.org.uk/wp-content/uploads/2017/03/Miles-Berry-1.jpg 1726 1726 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-03-09 13:10:082018-07-31 14:13:03Miles Berry
Vivienne Porritt
The gender pay gap in education: fact or fiction?
https://researched.org.uk/wp-content/uploads/2017/03/admin-ajax.php-2-2.jpeg 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-03-06 12:23:112018-05-24 10:44:18Vivienne Porritt
sputnik steve
What the Foucault? - Outstanding Critical Ontology for Teachers!
https://researched.org.uk/wp-content/uploads/2017/03/sputnik-steve.jpg 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-03-06 12:19:542018-08-04 15:06:34sputnik steve
How did one school leader use evidence to end their Ofsted nightmares?
https://researched.org.uk/wp-content/uploads/2017/03/Jude-Enright.jpg 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-03-03 13:06:162017-03-03 13:07:06Jude Enright
Peps Mccrea
Influential Teaching: catalysing motivation and independence in the classroom
https://researched.org.uk/wp-content/uploads/2017/03/Peps-Mccrea.png 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2017-03-03 12:55:292018-08-02 12:42:11Peps Mccrea
Our chaotic and incoherent curriculum theory
https://researched.org.uk/wp-content/uploads/2016/11/Crispin-Weston-1.jpg 3216 3216 Josse Tishauser https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Josse Tishauser2016-11-29 14:02:282018-11-08 12:42:29Crispin Weston
James Mannion
Why researchED should be called implementationED
https://researched.org.uk/wp-content/uploads/2016/09/James-Mannion.jpg 383 383 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2016-09-09 15:30:592018-06-21 14:05:37James Mannion
Jen Persson
Data in practice, policy and research under GDPR: drop-in Q&A
https://researched.org.uk/wp-content/uploads/2016/08/Jen-Persson-1.jpg 400 400 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2016-08-29 16:40:102018-07-31 15:50:20Jen Persson
Tarjinder Gill
Genre Overload: Moving towards a Knowledge-Based Writing Curriculum
https://researched.org.uk/wp-content/uploads/2016/08/Tarjinder-Gil.png 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2016-08-29 12:24:062017-08-25 17:22:59Tarjinder Gill
Carol Davenport
Girl jobs and boy jobs?
https://researched.org.uk/wp-content/uploads/2016/08/Carol-Davenport-1.jpg 500 500 Joanne Smolka https://www.researched.org.uk/wp-content/uploads/2016/05/header.png Joanne Smolka2016-08-26 15:11:582017-05-26 12:10:24Carol Davenport
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text:
Q: Binding Command to Event with  Not Working I am trying to call a method with a button click.
I'm using Visual Studio Community 2015. I installed Expression Blend with NuGet Package Manger to get Windows.Interactivity.
My XAML:
<Window x:Class="TestApplication.MainWindow"
    xmlns="http://schemas.microsoft.com/winfx/2006/xaml/presentation"
    xmlns:x="http://schemas.microsoft.com/winfx/2006/xaml"
    xmlns:d="http://schemas.microsoft.com/expression/blend/2008"
    xmlns:i="clr-namespace:System.Windows.Interactivity;assembly=System.Windows.Interactivity"
    xmlns:mc="http://schemas.openxmlformats.org/markup-compatibility/2006"
    xmlns:local="clr-namespace:TestApplication"
    mc:Ignorable="d"
    Title="MainWindow" Height="350" Width="525">
<Grid>
    <Button Content="Button">
        <i:Interaction.Triggers>
            <i:EventTrigger EventName="Click">
                <i:InvokeCommandAction Command="{Binding MessageBoxTest}"/>
            </i:EventTrigger>
        </i:Interaction.Triggers>
    </Button>
</Grid>

My code behind:
namespace TestApplication
{
    public partial class MainWindow : Window
    {
        public MainWindow()
        {
            InitializeComponent();
            this.DataContext = this;
        }

        public void MessageBoxTest()
        {
            MessageBox.Show("Test Successful");
        }
    }
}

When I click the button, nothing happens.
What am I doing wrong?

A: You cannot bind method. You should bind property so do it like:
private string _messageBoxTest;

    public string MessageBoxTest
    {
       get{ return _messageBoxTest;}
       set{ _messageBoxTest = value;
           RaisePropertyChange(MessageBoxTest);
          }

    }

Also You have to implement INotifyPropertyChanged interface.
You dont have to use InteractionTrigger just simply:
  <Button Content="Button"
Command="{Binding MessageBoxTest}">
    </Button>

A: Old question but someone can have the same problem.
If you want to perform some action (MessageBoxTest here) after some event (Click event here), you should do it with a command.
I usually use the DelegateCommand from Prism library (I don't like the C# routed command).
The usage is like this:
public DelegateCommand NameOfCommand = new DelegateCommand(() => MessageBoxTest());


text:
<?php
session_start();
if (!isset($_SERVER['HTTPS']) || !$_SERVER['HTTPS']) { // if request is not secure, redirect to secure url
  $url = 'https://'.$_SERVER['HTTP_HOST'].$_SERVER['REQUEST_URI'];
  header('Location: ' . $url);
}
if(isset($_SESSION["username"]) && isset($_SESSION["user_type"])) {
  if($_SESSION["user_type"] != 1) {
   header("Location: index.php");
 }
} else {
  header("Location: index.php");
}
?>

  <?php
  include 'header.html';
  ?>

  <?php
  include 'nav.php';
  ?>

Create a User

      <form action="<?=$_SERVER['PHP_SELF']?>" method="POST">

        <input class='form-control' type="text" name="username" placeholder="username">

        <input class='form-control' type="password" name="password" placeholder="password">

        <input class='form-control' type="text" name="id" placeholder="Student ID">

        <input class='form-control' type="text" name="email" placeholder="you@whatever">

        <input class='form-control' type="text" name="firstname" placeholder="John">

        <input class='form-control' type="text" name="lastname" placeholder="Doe">

        User Type

         <input type="radio" name="user_type" value = "1">Administrator

         <input type="radio" name="user_type" value = "NULL">Regular User

      <input class=" btn btn-info" type="submit" name="submit" value="Register"/>
      Home

  </form>

<?php
		if(isset($_POST['submit'])) { // Was the form submitted?
			if (empty($_POST['username']) || empty($_POST['password']) || empty($_POST['user_type'])) {
				echo "

Please fill out the form completely

";
				exit;
			}
              require_once 'db.conf'; //db info
              $link = new mysqli($dbhost, $dbuser, $dbpass, $dbname); //connect to db
              if (mysqli_connect_errno()) {
                printf("Connect failed: %s\n", mysqli_connect_error());
                exit();
              }
              $sql = "INSERT INTO employee (id,username,user_type,email,salt,hashed_password, name_first, name_last) VALUES (?,?,?,?,?,?,?,?)";
              if ($stmt = mysqli_prepare($link, $sql)) {
                $user = htmlspecialchars((string)$_POST['username']);
                $firstname = htmlspecialchars((string)$_POST['firstname']);
                $lastname = htmlspecialchars((string)$_POST['lastname']);
                $user_type = htmlspecialchars((string)$_POST['user_type']);
                $email = htmlspecialchars((string)$_POST['email']);
                $id = htmlspecialchars((string)$_POST['id']);
                $salt = mt_rand();
                $hpass = password_hash($salt.$_POST['password'], PASSWORD_BCRYPT)  or die("bind param");
                mysqli_stmt_bind_param($stmt, "ssssssss", $id, $user, $user_type, $email, $salt, $hpass, $firstname, $lastname) or die("bind param");
                if(mysqli_stmt_execute($stmt)) {
                 echo "

You have successfully registered.

";
					//header( "Refresh:2; url=welcome.php", true, 303);
               } else {
                 echo "

Registration failed.  That username may already be in use. Please try again.

";
               }
               $result = mysqli_stmt_get_result($stmt);
             } else {
              die("prepare failed");
            }
            $stmt->close();
            $link->close();
          }
          ?>


Online retailer Amazon.com on Tuesday reported operating profit margins that concerned some analysts despite a sharp rise in quarterly earnings, and its shares fell 9%.
Despite bullish investor sentiment on the world's largest Internet retailer, some on Wall Street have warned that recent gains in operating profit margin are not sustainable, and that more periods of investment spending at Amazon are inevitable.
"What doesn't seem to have flown through is the operating margin performance that a lot of the bullish analyst scenarios had been betting (on)," said Global Crown Capital analyst Martin Pyykkonen. "What they are saying to me is that there is no 'off to the races' operating margin," Pyykkonen said.
Amazon, which delighted investors with impressive results in the first two quarters of the year, said third-quarter net income more than quadrupled to $80 million, or 19 cents per share, from $19 million, or 5 cents per share, a year earlier. Revenue rose 41% to $3.26 billion.
The results beat average Wall Street estimates of 18 cents per share in profit on $3.13 billion in revenue, according to Reuters Estimates.
Operating income rose to $123 million from $40 million, above its own forecast for a range of $75 million to $110 million.
For the fourth quarter, Amazon said it expects net sales of $5.1 billion to $5.45 billion, with operating income of $221 million to $291 million.
Analysts, on average, have been expecting fourth-quarter net sales of $5.14 billion, according to Reuters Estimates.
Seattle-based Amazon, the second-most-popular e-commerce site behind auctioneer eBay Inc., has pared back the rate of its spending this year, which helped improve margins and boost earnings growth while pushing up its share price 136% since January 3.
But many analysts deem Amazon fully-valued -- its price-earnings ratio is far higher than Internet companies and retail rivals. Amazon trades at 59 times projected forward-looking earnings, compared with eBay at 22 times, and Wal-Mart Stores Inc. at 13 times estimated 2008 earnings.
Amazon shares dropped to $91.58 from a Nasdaq close of $100.82 -- its first close above the $100 mark since 2000.


When a patient has a good occlusal relationship and a good tooth proportion or good length to width relation but still shows excessive gingiva when they smile, the distance the lip travels superiorly can enhance their smile. In this program, Dr. Michael Skinner will perform a lip travel reduction or a vestibular obliteration. In this program Dr. Skinner will describe patients who typically have excessive gingival display and demonstrate the corrective action on a live patient.
Identify three patients who typically show excessive gingival display.
State the ideal length the lip should travel superiorly.
Describe the technique used for the dissection of the epithelium from the vestibule and the insertion of the tissue graph.
Part 1 - We look at who the three best candidates are for lip travel procedure.
Part 2 - Dissecting the epithelium and why this should not be rushed.
Dr. Skinner demonstrates the dissection of the epithelium in this section of the dental continuing education course.
Part 3 - Harvesting the connective tissue graft.
In this section of the CE course, Dr. Skinner demonstrates how the connective tissue graft is harvested and then placed using a superperiostal subepithlelial tunner or subconnective tissue tunnel.


text:
Lambeth News Southwark
King's College Hospital becomes first in country to postpone urgent cancer surgery because intensive care beds are full of Covid-19 patients
4 January 2021 Toby Porter	0 Comments
King's College Hospital has cancelled urgent cancer surgery today and tomorrow because so many of its intensive care beds are occupied by Covid-19 patients.
Management called off all "priority two" cancer operations it was due to perform – surgery which cancer specialists have judged to be urgent and need to be done within 28 days of the decision to undertake them.
But without intensive care units (ICU) available, such operations are too risky to carry out.
Staff and patients were told over the weekend about the delay, a decision taken because so many ICU beds are occupied by people seriously ill with Covid.
Some patients may be given chemotherapy as a temporary measure, to try to stop the tumour from growing before they have their rearranged surgery.
King's College hospital confirmed it had cancelled priority two cancer operations. A spokesperson said: "Due to the large increase in patients being admitted with COVID 19, including those requiring intensive care, we have taken the difficult decision to postpone all elective procedures, with the exception of cases where a delay would cause immediate harm.
"A small number of cancer patients due to be operated on this week have had their surgery postponed, with patients being kept under close review by senior doctors."
King's is thought to be the first NHS hospital to cancel priority two operations as a result of the intense pressures of the second wave of the pandemic.
King's has also cancelled all leave that staff had booked for this week, blaming severe "operational pressures" due to its surge in Covid admissions.
Even staff who are booked to be on agreed leave this week as "compensation" for working over Christmas and New Year are being asked if "they are able to postpone their leave and return to site".
It told staff that the situation it is facing may mean it has to cancel staff leave not just this week, but for all of January.
← "Crazy" – James Tomkins expresses shock at clean sheet wait for Crystal Palace
Memoir about 1985 Brixton shooting by police of Cherry Groce wins Costa Award →


text:
Home » English Family Name Books » Miller Family Name Book
Miller Family Name Book
With roots not only in England but also in Scotland, Ireland and Germany, 'Miller' is an ancient occupational surname that resonates throughout the pages of the high drama that is recorded history.
It is a name that boasts not only winners of the Pulitzer Prize, but also one that figures prominently in the worlds of science, invention and music.
The rich and colourful saga of the Millers, past and present, is recounted here.
Miller Family Name Mini-Book Excerpt
"One bearer of the Miller name with a particularly endearing claim to fame is the Scottish poet William Miller – fondly known for the children's nursery rhyme Wee Willie Winkie.
Born in the Dennistoun area of Glasgow in 1810, ill-health forced him to abandon his medical studies and instead become a carpenter and cabinetmaker.
Known as "The Laureate of the Nursery", it was in 1842 that his Whistle-binkie: Stories for the Fireside – containing his famous Wee Willie Winkie – was published.
Dogged throughout his lifetime with ill-health, he died in 1872, while a memorial was later erected to him in the Glasgow Necropolis. "


text:
Two killed, fifteen injured in bus stop stabbing in Japan
Rescue workers and police officers operate at the site of a stabbing incident in Kawasaki, Japan.
A schoolgirl and an adult man were killed and 15 other young girls injured in a stabbing at a bus stop just outside Tokyo on Tuesday, Japanese national broadcaster NHK cited authorities as saying, and another man detained at the scene also later died.
The girls, aged between 6 ands 12, were students at a private Catholic school in Kawasaki city, south of Tokyo, and were boarding their school bus when the suspect attacked them, according to NHK.
The driver of the Caritas Elementary School bus told police he saw a man approach the bus stop and start slashing at people, holding a knife in both hands, the broadcaster said.
It said the girl who was killed was aged 12. A 39-year-old man was also killed and another woman was severely injured along with the 15 other schoolgirls who were hurt, NHK said.
A suspect was detained at the scene after stabbing himself in the neck but died later, NHK cited police as saying. It said the man, a Kawasaki resident probably in his 50s, was unconscious when he was detained.
The motive for the attack was not yet clear but there were no immediate fears of a wider security threat. There have been previous examples of mass stabbings in Japan, sometimes involving the vulnerable.
The attack occurred on the final day of U.S. President Donald Trump's four-day state visit to Japan.
"On behalf of the First Lady and myself, I want to take a moment to send our prayers and sympathy to the victims of the stabbing attack this morning in Tokyo," Trump said as he toured Japan's largest warship, the Kaga.
"All Americans stand with the people of Japan and grieve the victims and for their families," he said.
TV footage showed scores of police officers and emergency vehicles at the crime scene, with large areas cordoned off.
A witness told NHK he saw people lying on the ground covered in blood and one police officer was seen hosing down the sidewalk.
"I saw a boy carrying a school bag with scratches on his face, wrist and legs in a parking lot," NHK quoted an unidentified witness as saying.
"He was visibly trembling – frightened and shocked."
The girls' school was located just over a kilometer from the scene of the attack, NHK said.
Violent crime is relatively rare in Japan but occasional high-profile incidents have shocked the nation.
A knife-wielding man broke into a facility for the disabled in a small town near Tokyo in 2016 and killed 19 patients in their sleep. In 2001, eight children were stabbed to death by a former janitor at their school in Osaka.
More than a dozen people were injured in a 2010 stabbing spree on a school bus and a commuter bus in a Tokyo suburb.
May 28, 2019 247newsupdateAsia, CrimeJapan knife attacks, Japan stabbing incident, Japan stabbings
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Compact seating, with exceptional comfort, the 3 Foot Jaxx Sac is ideal for small spaces, the kid's bedroom or the playroom. The 3 Foot Jaxx Sac is the largest of our kids bean bag chairs and the smallest of the adult bean bags. It is considered a transition chair between kids and adults as it is sized ideally for both kids and adults.
This compact bean bag chair offers a lot of comfort but does not take up a lot of space. Tuck it away when not in use.
Turn the bean bag on end, sit down low and you have terrific back support for playing on a tablet or a laptop.
It might be the smallest of the adult bean bag chairs, but the 3 Foot Jaxx Sac offers loads of comfort.
The 3 Foot Jaxx Sacs are made by a socially conscious company that is focused on creating a high quality product that has less of an impact on the environment and our health. We are proud to support local manufacturers who work at making our world a better place to live while creating products that are safe for our homes.
Measures 36" x 36" x 28"
Filled with plush ECOFOAM - shredded furniture grade foam that is soft enough to let you sink into it but firm enough to provide great support.
A transitional bean bag chair for the family - fits kids and adults alike.
The cover is 100% machine washable, wash in cold water, dry on a cool setting.


text:
Oberon Zell
Master Wizard
Millennial Gaia
Myths of Oberon
Adventures at the Long House
Oberon's Walkabout
Headmaster, Grey School of Wizardry
Primate, Church of All Worlds
OberonZell.com
Oberon Zell is a modern-day Wizard, and a leading Elder in the worldwide magickal community. Oberon is a true "Renaissance Man:" a psychologist, metaphysician, theologian, naturalist, artist, inventor, carpenter, sculptor, teacher, author, and Priest.
Oberon received his B.A. (Psychology, Sociology, Anthropology and Pre-Med) from Westminster College in 1965, attended graduate school at Washington University on a scholarship in Clinical Psychology, received a Doctor of Divinity from Life Science College in 1967, and earned his Teacher's Certificate from Harris Teacher's College in 1968. He has served as a teacher and counselor in public and private schools, from Headstart to High School, as well as being Director of Services for the St Louis Human Development Corporation (1966-1975). He taught at Lane Community College in Eugene, Oregon, in the late-'70s.
Inspired by Robert A. Heinlein's prophetic science-fiction novel, Stranger in a Strange Land (1961), Oberon co-founded the Church of All Worlds on April 7, 1962. An initiate in several different mystical traditions, he has founded and participated in many Pagan ecumenical groups and projects, including the Council of Themis, the Council of Earth Religions, the Universal Federation of Pagans, the Papal Apology Project, the Pagan Leaders Summit, the Grey Council, and the Sonoma County Pagan Network.
Oberon has played a major role in the founding and unification of the Pagan community, and in reclaiming the Earth/Nature-based spiritual heritage of pre-Christian Europe. In his award-winning magazine, Green Egg (1968-), he was the first to adopt the terms "Pagan" and "Neo-Pagan" to describe the newly-emerging Nature religions of the 1960s. The Neo-Pagan "Green Religion" is now considered to be one of the fastest-growing spiritual movement in the English-speaking world, claiming more than five million adherents worldwide. And Oberon is acknowledged as one of its founding Elders: "The Father of Neo-Paganism."
In 1970, Oberon articulated the premise that all life on Earth is a single vast living Being, known as "Mother Earth," or "Gaea" to the ancient Greeks. His initial paper, "TheaGenesis," was published in Green Egg in 1971, two years before British atmospheric biochemist James Lovelock first presented his "Gaia Hypothesis" to the scientific community. Oberon's theology of "deep ecology"has been universally embraced throughout the Pagan and New Age communities.
Oberon met and fell in love with the incomparable Morning Glory, his soulmate and beloved wife of 40 years, at the 1973 Gnostic Aquarian Festival in Minneapolis, where he was a keynote speaker. They married in April of '74, and from 1977-'85 they lived in a 5,600-acre intentional community in the mountains of Northern California, creating a rural homestead and wilderness retreat center. On February 26, 1979, they designed and led a ritual with other Pagan leaders to celebrate the total solar eclipse at a full-scale recreation of Stonehenge in Washington State, a huge public event attended by an estimated 4,000 people.
Oberon and Morning Glory's research into arcane lore and ancient legends resulted in the famous "Living Unicorn" project, initiated in 1979. The Zells traveled throughout North America in the early '80s exhibiting their authentic Unicorns at Renaissance Faires and other events, during which period they appeared on countless local and national television talk shows. The project culminated with the leasing of several of their living Unicorns to the Ringling Bros./Barnum & Bailey Circus.
Continuing to explore fables and mysteries, in 1985 Oberon organized a video diving expedition to Australia and New Guinea to solve and document the mystery of the Mermaid. Other adventures have taken Oberon to Peru, Hawaii, Alaska, Costa Rica, Mexico and archaeological sites throughout Europe and the Aegean. In 1999, he visited England for the final total solar eclipse of the Millennium, which he celebrated with local Pagans at an ancient stone circle in Cornwall.
For more than 50 years, Oberon has written and published countless articles and several books on mysteries of history, Gaean thealogy, magick, shamanism, mythology, anomalies, cryptozoology, archaeology, cosmology, and related topics. His best-selling Grimoire for the Apprentice Wizard (New Page Books, 2004) is an essential basic reference work that will continue to serve as a resource throughout the reader's lifetime. That book was followed by Companion for the Apprentice Wizard (2006), Creating Circles & Ceremonies (with Morning Glory; 2007), A Wizard's Bestiary (with Ash DeKirk; 2007), and Green Egg Omelette (2008), an anthology of art and articles from 40 years of his legendary magazine.
As a follow-up to the Grimoire, Oberon founded the online Grey School of Wizardry in 2004. With dozens of highly-qualified teachers, the Grey School offers more than 500 unique and excellent classes on myth, magick and mystery—as well as Classical and modern Liberal Arts studies and ancient languages—in 16 Departments for Majors and Minors. As Headmaster, Oberon has been called "the real Albus Dumbledore to aspiring Harry Potters!" (Lee Prosser, Fate Magazine)
Oberon's favorite art project is his ongoing sculpture and jewelry series of Gods, Goddesses, and mythological creatures, presented as "The Mythic Images Collection." His masterwork is "The Millennial Gaia"—a sculptural representation of Mother Earth based on his 1970 "TheaGenesis" vision.
Oberon's and Morning Glory's life story was released by Llewellyn in Feb. of 2014: The Wizard and the Witch (with John Sulak). Sadly, Morning Glory died of cancer on May 13, 2014. Subsequently, Oberon moved to Santa Cruz, CA, where he opened the Academy of Arcana in Nov. of 2015 as a physical campus of the Grey School, with a library, museum, and gift store. After two years of worldwide media attention, including an award-winning film, "The Wizard OZ," the Academy was closed in Nov. of 2017.
Joyous Yule 2019
A Long and Busy Stretch
Thanksgiving Ruminations
Appearances by Oberon Zell (1)
Messages from Oberon Zell (6)
Oberon's Walkabout (77)
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